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As society becomes more global, educators are searching for models of education that provide students with the ability to be competitive in the global marketplace. Bilingual education offers students the opportunity to learn two languages while maintaining student achievement in other content areas. Two-way immersion programs, also known as dual-language programs, are a model of instruction where students receive content instruction in two languages. In addition, students and teacher speak both languages and the native languages of the members of the classroom vary. As the programs have been proven to be effective, the next step is figuring out how these programs can be implemented on a practical level (Garland 2012). It is because bilingual programs benefit both language-minority and language-majority students, it provides a positive education option for many students. In order to see if two-way immersion programs can be implemented on a wider scale, research needs to indicate the positive and negative consequences of these programs. Without this research, it will be difficult to see if two-way immersion programs are even a viable option for schools, especially ones with high populations of speakers of other languages. The purpose of this research is to examine the human and material resources necessary for the successful implementation of two-way immersion programs in the United States to determine the practicality of using this dual-language model on a wider scale.